DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: Bachelor of Education (Primary)
Date: 31/5/2017
Mentor Teacher: Michelle McIntyre Hand
Duration of the lesson:
Title of lesson/activity: Narrative Text
Intended Learning Outcomes/Learning
intentions:
What will the students be able to know and do by
the completion of this lesson?
Success Criteria:
How will you know that the students have
successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
How will students prior learning and experiences
be used in this lesson?
Links to the curriculum (AusVELS or the Victorian
Curriculum) and to the curriculum planning of the
school
Student Group: 5/6
School: St Josephs Primary School
Class size: 26
- Learn the correct way to plan and write a narrative piece
- Be able to follow the narrative story graph when writing a narrative
- To be able to write a modern narrative piece with the correct layout
- Students will follow the steps of the narrative story graph
- Aspects of a modern narrative will be covered
- Students have previously written narrative pieces
- They have used the narrative story graph to plan and prepare their pieces of
writing
- Understand how texts vary in purpose, structure and topic as well as the degree of
formality (VCELA309)
- Plan, draft and publish imaginative, informative and persuasive print and multimodal texts,
choosing text structures, language features, images and sound appropriate to purpose and
audience (VCELY329)
- Use a range of software including word processing programs to construct, edit and publish
written text, and select, edit and place visual, print and audio elements (VCELY332)
- Investigate how complex sentences can be used in a variety of ways to elaborate, extend and
explain ideas(VCELA350)
- Experiment with text structures and language features and their effects in creating literary
texts (VCELT355)
- Plan, draft and publish imaginative, informative and persuasive texts, choosing and
experimenting with text structures, language features, images and digital resources appropriate
to purpose and audience(VCELY358)
- Reread and edit own and others work using agreed criteria and explaining editing
choices (VCELY359)
Resources, Materials and Organisation: - SmartBoard- Targeting Text (Narrative)
What additional human and physical resources - Narrative story graph hand out
will be required for this activity? - A students piece of writing (for an example)
What specific teaching materials will need to be
prepared?
How will ICT be utilised in the lesson?
What OH&S factors will need to be considered for
this activity?

Teaching Strategies and lesson structure: What you as teacher will
do?
Prompts for your planning:
- Introduce students to
How will the lesson and ideas be introduced and Targeting Text and go
made relevant to the students?
through the aspects of
How will you engage the class?
Narrative writing (modern
narrative).
What are the students Timing
doing?
Beginning
Reading parts of the 15 mins
information when they are
asked upon.
Others are listening to
what is being explained.

- Show a students work as - Listening to the story

an example of a narrative being read and taking note
What specific teaching and learning strategies will
piece and discuss what was of strengths and areas of
you use for the lesson? good and some areas of improvement. Keeping an
What exactly will the students be required to do improvement. The eye on the Narrative Story
and what will be your role? Narrative Story Graph Graph and whether the
How will you create a collaborative learning hand out will be given so student has followed these
environment and how will the classroom be
students can refer back to stages.
arranged to support this?
How will you include all learners? What Curriculum it.
and Pedagogy adaptations or modifications will be
required? Middle
How will you differentiate learning opportunities - Introduce to the students Listening to their task and 30 mins
for diverse learners?
How will you ensure the students are on-task and
what they are writing asking questions if they
what strategies will you use to support positive about. They are writing a need. Adding to discussion
modern narrative on an when prompted to,
 behaviour? event that occurred during offering examples of
their childhood. This event events that occurred
How will you draw ideas together and conclude the
is then transformed into a within their childhood.
lesson? narrative of their choice.
How will you conclude the learning experience/
learning findings? - Students will then be sent - They will begin their
to their desks to begin writing piece.
their piece.

Get some students to share
their narrative or some
ideas they have for the
future.
Conclusion
Students will provide 5 mins
examples of their narrative
when prompted to.

Reflection and Self Evaluation:
What aspects of the lesson worked most effectively?
What aspects of the lesson could be improved and
how could they be improved?
What follow-up will be required from this lesson?
- Discussion with the students was good, sharing their knowledge,
understandings and stories.
- Students were on task quickly, although some needed prompting.
- Instruction could have improved slightly.
- Students will continue on with their piece.
Mentor Teachers reflection
(See guiding questions below)

Mentor Teachers reflection

The following questions can be used as a guide for providing structured feedback to pre-service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
Has the pre-service teacher demonstrated effective communication in explaining tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and implementing this lesson?